How do internal capabilities and external partnerships affect innovativeness?

How do a firm’s internal capabilities and external partnerships contribute to its product and process innovativeness? How do their impacts differ? Based on the theoretical framework of exploitation and exploration, we develop an integrative model linking the impact of both internal capabilities and external partnerships on product and process innovativeness. Survey responses from Taiwanese biotechnology firms indicate that research and development (R&;D), marketing, and manufacturing capabilities have different effects on product and process innovativeness. Of the four types of external partnerships, only partnerships with universities and research institutes seem to add value, whereas partnerships with suppliers, customers, and competitors do not contribute to innovativeness. Moreover, marketing capability and customer partnerships have a positive interaction effect on product innovativeness, while manufacturing capability and supplier partnerships have a positive interaction effect on process innovativeness.     

Deutschlands Energieversorgungsrisiko gestern,heute und morgen

Along with the oil price, concerns about the security of energy supply have soared once again in recent years. In this paper, we analyze Germany’s past und future energy security situation and compare it to that of other G7 countries using a statistical indicator of the long-term energy supply risk and empirical energy data for the years 1978 through 2007. We find that Germany’s energy supply risk has increased substantially since the oil price crises of the 1970s, whereas France and Japan have managed to reduce their risks dramatically, most notably through the deployment of nuclear power plants. Among G7 countries, Germany’s risk is only surpassed by that of Italy, while it can be expected that the German energy security situation may deteriorate in the future, not least due to the phase-out of nuclear power.     

Development of onshore wind energy utilisation in Germany

Onshore wind energy utilisation in Germany has developed very dynamically in the last decade. This has mainly been driven by the renewable energy laws that systematically support the expansion of renewable energy in the electricity sector. In 2009 a revised law with increased feed-in tariffs for wind energy has come into force. Existing studies already predict a wide range of development patterns under the Renewable Energy Sources Acts 2000 and 2004. This paper investigates the long term impact of different feed-in tariffs implemented by the legislative authorities and it provides corresponding future development patterns of onshore wind energy utilisation in Germany. The underlying System Dynamics model considers technical as well as economic conditions and constraints. The approach and the model’s results are contrasted with other published predictions qualitatively and quantitatively. This comparison shows that the model’s outcome lies in the range of predictions by existing studies, but also shows some interesting differences.

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Zusammenfassung  Die Entwicklung der Windenergienutzung in Deutschland wahrend der letzten Dekade verlief sehr dynamisch. MagBgeblich dafur war die systematische Forde-rung mittels der Erneuerbare Energien Gesetze (EEG) bzw. deren Vorlaufer. Vom Jahr 2009 an gilt ein uberarbeitetes Gesetz, welches u.a. erhohte Einspeisever-gutungen furWindenergie beinhaltet.Vorliegende Studien, die sich mit derzu-kunftigen Entwicklung auseinandersetzten, zeigen bereits deutlich unterschied-liche Szenarien fur die Entwicklung unter dem EEG 2000 und 2004. Diese Arbeit setzt sich mit den langfristigen Auswirkungen der verschiedenen vom Gesetz-geber festgelegten Einspeisetarife auseinander und stellt entsprechend unter-schiedliche Ausbauszenarien fur die deutsche Onshore Windenergienutzung dar. Das zugrunde liegende System Dynamics Modell berucksichtigt dabei sowohl technische als auch okonomische Parameter. Der Ansatz sowie die Ergebnisse werden anderen veroffentlichten Prognosen gegenubergestellt. Die Ergebnisse liegen innerhalb der Spannbreite der anderen berucksichtigten Studien, zei-gen jedoch auch interessante Unterschiede.

     

Geothermische Stromerzeugung in Deutschland — Stiefkind oder schlafender Riese?

This contribution analyses the development of power generation from geothermal energy in Germany. It considers research funding schemes, the support through the german Renewable Energy Sources Act (EEG) and the role of decisive actors as well as technical, economic and societal framework conditions. Compared to other renewable energy sources research funding for geothermal energy had played an inferior role in the past. After the potentials for geothermal power generation had been underlined by a study in 2003, geothermal power gained more political and institutional advocates. Subsequently it was equipped with a higher tariff in the EEG 2004 and led to realization of demonstration projects. Yet, the appliance of technologies for electrical power transformation, ORC and Kalina, are at the very beginning. Presently, the geothermal energy industry consists of a small amount of medium-sized businesses. Regional and nationwide energy providers, acting as operators and investors, do not exert much pressure in view of limited returns. Despite the compatibility with existing power supply systems, constraints to the expansion of geothermal energy use — above all exploration risks and high drilling costs- are likely to lead to a step-by step enhancement rather than a rush.     

Is abusive supervision an absolute devil? Literature review and research agenda

Abusive supervision has received increasing attention in the field. However, few studies have qualitatively reviewed its latest developments. The current paper reviews 48 studies on abusive supervision using content analysis. We identify six emerging trends of abusive supervision, including inconsistency of abusive behaviors, comparison between perceived and objective behaviors, reciprocity, team-level climate, coworker effects, and comparisons between theoretical perspectives. Based on a review of those six trends and some emerging findings, we identify and validate the possible positive effects of abusive supervision from an integrated analysis. We also determine the moderating role that Asian culture plays in differentiating the negative and positive effects of abusive supervision. Specifically, we identify the differences between Asian and Western cultures, and then explore the moral mechanisms (i.e., violation of moral standards, conflict of moral principles) through which abusive supervision may exert positive effects in the Asian cultural context. Finally, we clarify our theoretical implications and provide suggestions for future research.     

Informing a pedagogy for design and problem-solving in hard materials by theorising technologists’ learning experiences

Design and problem solving are central to technology and have distinguished learning in technology from other curriculum areas. This research investigated how expert technologists learn design and problem solving through experience. Data was collected from four expert technologists and this information was analysed using learning theories that focus on learning through experience—that is experiential learning theory, situated cognition, distributed cognition and activity theory. This framework of analysis provided evidence that learning through experience is central to these experts’ development and justify a broader construct of experience than normally associated with hard materials. This information supports curriculum development in hard materials technology that employs a wide range of experiences and provides justification for curriculum developers and teachers to justify, inform and develop effective design and problem solving learning programmes focussed on a broadened construct of experience.     

Learning design and technology through social networks for high school students in China

The subject of design and technology was introduced to the curriculum for high schools in China 10 years ago. However, the teaching and learning of this subject have become difficult for both teachers and students because there is a lack of qualified teachers with design background to deliver this subject in a way to stimulate the learning interests of the students. This paper presents a research that is aimed at improving this situation by integrating the teaching and learning of design and technology within a computational environment as part of social networks sites. The purpose is to enable the collaboration among the students and interaction between teachers and students. In this research, a series of investigations were conducted, by following through several taught subjects in design and technology in prominent high schools in China. Based on these investigations, a theoretical framework for web-based design learning and teaching system in the style of social networking is developed, implemented and tested, emphasizing three features of design: innovation, collaboration, and interaction. This framework has been tested among high school students and teachers in a high school in Nanjing. It identified and validated necessary techniques and design features required to make an education-related social networking site effective and affective for the students and teachers. The results of this research indicated that social networking sites have significantly positive values in design education, especially for the collaboration and interaction on the subject of design and technology.     

The design and development of creative instructional materials: the role of domain familiarity for creative solutions

The design and development processes of instructional materials might be considered simple and clear because the pre-established instructional goals can lead the way. However, in practice, there are lots of issues to be considered during these processes. The quality of the material, appropriate visual design, usability, and acceptable amount of cognitive load are some of these issues. On the other hand, an instructional material needs to be as original as possible. In this study, we focused on the creativity of the instructional materials designed and developed by second year students from the Computer Education and Instructional Technologies (CEIT) department. We divided students into two groups: (1) CEIT students designing and developing materials about Information Technology (IT); (2) CEIT students designing and developing materials about Math. The main aim of this study is to understand how CEIT students’ instructional materials differ when they design and develop materials, which are out of their field of experience. In other words, we tried to compare how the creativity of materials change when students create materials with familiar domain (IT) in comparison to unfamiliar domain (Math). Students worked on ten instructional materials such as digital story, animation, and worksheet for 14 weeks. The materials of students were evaluated in terms of creativity, and then they were interviewed. The students worked in groups of 4–5, and during the material development period, we as researchers observed and took notes about the whole process. The findings indicated that materials developed in familiar domain were higher in creativity than those of the unfamiliar. Students’ explanations of creativity and their evaluations about the process helped us to understand the reasons of the produced materials’ creativeness. Technical skills, authentic contributions, material type, and the boundaries of the content or familiarity were found as the primary factors affecting the design and development of creative instructional materials.     

Development of a Technology Education Cascading Theory through community engagement site-based support

If teachers are not equipped to teach Technology Education subject nationally and internationally, the continent of Africa will continue to bear the brunt of unsavoury results unless radical interventions are implemented to transform the situation. It is against this background that action research methods became a useful site-based support to empower Technology teachers at three sampled schools from Tshwane South Circuit in Gauteng Province of South Africa. The purpose of this study was to share fresh perspectives on how a sample of Technology teachers responded to content-related classroom practices during reflective action research activities that took place during community engagement contact sessions. These teachers, who are under qualified and unqualified to teach this subject, were engaged in circular and spiral action research cycles. The teachers’ engagement brought forth the development of Technology Education Cascading Theory. It was evident that community engagement activities served as a podium to transform teachers’ teaching of Technology Education and enhance learners’ achievement. The study was underpinned by cooperative enquiry theory and engaged participants in reflective practices of developmental action paradigm. Interaction with Technology Education teachers further revealed that most of them need their schools to budget for this Technology subject they are teaching.